Big Idea or Question: Be prepared and advert being conned
Possible Action Questions:#
Who makes advertisements?
How do they make advertisements?
How do we know they are telling the truth?
Curriculum Areas and Contexts; HealthHealthy Communities and Environments Students will: Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. Personal Health and Physical Development Students will: Safety management • Access and use information to make and action safe choices in a range of contexts. MathematicsStatistics Statistical investigation • Plan and conduct investigations using the statistical enquiry cycle: Statistical literacy • Evaluate statements made by others about the fi ndings of statistical investigations and probability activities. Social StudiesStudents will gain knowledge, skills, and experience to: • Understand how producers and consumers exercise their rights and meet their responsibilities. English• Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas. • Show an increasing understanding of how to shape texts for different purposes and audiences.
Skills and Strategies to be Taught (Highlight)
Learning to Learn
Thinking Tools
Research
Tools & Presenting
Goal setting
Organisation and time management
Tracking and asking for assistance
Collaboration and group work
Self and peer evaluation
De Bono Hats
PMI
Thinkers Keys
Bloom’s Taxonomy
Fogarty’s Intellect
Thinking Maps
Habits of the Mind
Questioning skills
Key words (Identifying and using)
Internet searching
Using contents and index
Using websites
Skimming, scanning & reading for detail
Taking notes
Making notes
Sorting Interpreting and organising
Citing references
Use of ICT
Use of software
Layout and design
Vocabulary studies
Listening
Speaking
Public speaking
Discussion
Learning Outcomes1. Students will have further developed their media literacy skills to:* Understand how media messages create meaning
Identify who created a particular media message
Recognize what the media maker wants us to believe or do
Name the "tools of persuasion" used
Recognize bias, spin, misinformation and lies
Discover the part of the story that's not being told
Evaluate media messages based on our own experiences, beliefs and values
Create and distribute our own media messages
Become advocates for change in our media system
2. They will have also increased their proficiency in their current ICT skills and have gained profeciency in the use of one new ICT technology and one new software.
Learning Experiences (P on completion)
P
P
Stage 1: Information Saturation
Stage 4:Interpreting and using
Stage 2: Wondering, questioning, deciding
Stage 5:Creating and Presenting
Stage 3: Exploring and Finding
Stage 6:Celebrate and Evaluate
Assessment Indicators
Student Inquiry Reflection Sheet
Skills & Strategies Learning Outcomes
Learning Outcomes
Add other
Key Competency focus
How the key competency will be encouraged in this unit
Thinking
Media literacy skills and thinking go hand in hand. Critical thinking skills need to be developed, by practicing & developing the skills of accessing, analyzing and evaluating information found in media
Relating to others
Co-operative learning activities, group planning and creating
HealthHealthy Communities and Environments Students will: Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. Personal Health and Physical Development Students will: Safety management • Access and use information to make and action safe choices in a range of contexts.
MathematicsStatistics Statistical investigation • Plan and conduct investigations using the statistical enquiry cycle: Statistical literacy • Evaluate statements made by others about the fi ndings of statistical investigations and probability activities.
Social StudiesStudents will gain knowledge, skills, and experience to: • Understand how producers and consumers exercise their rights and meet their responsibilities.
English• Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.
• Show an increasing understanding of how to shape texts for different purposes and audiences.
Understand how media messages create meaning
- Identify who created a particular media message
- Recognize what the media maker wants us to believe or do
- Name the "tools of persuasion" used
- Recognize bias, spin, misinformation and lies
- Discover the part of the story that's not being told
- Evaluate media messages based on our own experiences, beliefs and values
- Create and distribute our own media messages
- Become advocates for change in our media system
2. They will have also increased their proficiency in their current ICT skills and have gained profeciency in the use of one new ICT technology and one new software.Inquiry Learning Sites
http://ozpk.tripod.com/0inquiry Heaps of useful info, winks and examples
www.inquiringmind.co.nz
http://www.inquiringmind.co.nz/WhatIsInquiry.htm
This workshop is one of the Concept to Classroom online workshops (United States). It explains and defines inquiry learning, and guides teachers to implement inquiry-based learn...http://www.thirteen.org/edonline/concept2class/inquiry/index.html
http://centre4.core-ed.net/modules/folder/folder.php?space_key=368&module_key=28260&link_key=28136&group_key=0 Whanganui ICT PD Cluster website. Lots of info on a range of things that could support creating your own unit
Inquiry Learning Planning Templates: